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Articles 1 - 7 of 7
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Discourses Of The Rural Rust Belt: Schooling, Poverty, And Rurality, Alexandra Panos, Jennifer Seelig
Discourses Of The Rural Rust Belt: Schooling, Poverty, And Rurality, Alexandra Panos, Jennifer Seelig
Teaching and Learning Faculty Publications
This article addresses the ways in which elementary teachers in the rural rust belt both reproduce and contest dominant discourses of schooling, rurality, and poverty in their particular local context. Situated within a 4-year postcritical ethnographic study, this analysis of teacher discourse took part during an embedded, 4-month-long teacher study group. Within this context, the authors examine how the group’s discourse on poverty claimed that inequity was the fault of those experiencing it, as well as that a neoliberal discourse of education emphasized a flattened accountability and growth-only perspective within teacher’s professional interactions. However, through the addition of a spatial …
Common Visual Representations As A Source For Misconceptions Of Preservice Teachers In A Geometry Connection Course, Mile Krajcevski, Ruthmae Sears
Common Visual Representations As A Source For Misconceptions Of Preservice Teachers In A Geometry Connection Course, Mile Krajcevski, Ruthmae Sears
Teaching and Learning Faculty Publications
In this paper, we demonstrate how atypical visual representations of a triangle, square or a parallelogram may hinder students’ understanding of a median and altitude. We analyze responses and reasoning given by 16 preservice middle school teachers in a Geometry Connection class. Particularly, the data were garnered from three specific questions posed on a cumulative final exam, which focused on computing and comparing areas of parallelograms, and triangles represented by atypical images. We use the notions of concept image and concept definition as our theoretical framework for an analysis of the students’ responses. Our findings have implication on how typical …
Emergence And Development Of A Dialogic Whole-Class Discussion Genre, Michael B. Sherry
Emergence And Development Of A Dialogic Whole-Class Discussion Genre, Michael B. Sherry
Teaching and Learning Faculty Publications
Prior research across disciplines has established the value of dialogic, whole-class discussions. Previous studies have often defined discussions in opposition to the notorious triadic pattern called recitation, or IRE/F, focusing on variations to the teacher’s initiating question or evaluative follow-up on students’ responses. Recent scholarship has also identified variations on recitations and dialogic discussions that suggest these categories might be flexible, containing types of interaction associated with particular contexts. However, research remains to be done on how such types, or genres, of dialogic, whole-class discussion emerge and develop over time. In this article, I take up this line of inquiry, …
Teaching Climate Change Science To High School Students Using Computer Games In An Intermedia Narrative, Glenn G. Smith, Metin Besalti, Molly Nation, Allan Feldman, Katie Laux
Teaching Climate Change Science To High School Students Using Computer Games In An Intermedia Narrative, Glenn G. Smith, Metin Besalti, Molly Nation, Allan Feldman, Katie Laux
Teaching and Learning Faculty Publications
We explored how computer games developed as part of an innovative set of climate change education materials helped students learn and gain interest in global climate change (GCC) science by making it personally relevant and understandable. This research was conducted in a public school district in the southeastern United States. The curriculum, Climate Change Narrative Game Education (CHANGE), used a local, place-based approach using scientific data gathered from the Gulf of Mexico coast and incorporated (a) computer games, (b) a scientifically web-based science fiction novel about future Gulf coast residents, and (c) hands-on laboratory activities. This paper focuses on how …
Linguistic Landscapes And The Navigation Of New Cities: A Phenomenological Self-Study Of What Jim King Taught Me, Lindsay Persohn
Linguistic Landscapes And The Navigation Of New Cities: A Phenomenological Self-Study Of What Jim King Taught Me, Lindsay Persohn
Teaching and Learning Faculty Publications
Landry and Bourhis are credited with coining the term linguistic landscapes, which they defined as “the language of public road signs, advertising billboards, street names, place names, commercial shop signs, and public signs on government buildings [combined] to form the linguistic landscape”. Based on a broad study of linguistics through a college course with Jim King and a shared love of travel, I took a phenomenological approach to this self-study as I explored the linguistic landscapes of three unfamiliar countries. I analyzed the photographic data I collected to understand what information I gained from the signs and how I …
Extra: A Festschrift In Honor Of James R. King, Lindsay Persohn, Aimee Frier
Extra: A Festschrift In Honor Of James R. King, Lindsay Persohn, Aimee Frier
Teaching and Learning Faculty Publications
No abstract provided.
Archiving A Career, Charles Vanover
Archiving A Career, Charles Vanover
USF St. Petersburg campus Faculty Publications
No abstract provided.